Title:
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The Concept of Freedom in Radical Theories of Education, With Particular Reference to Carl Rogers.
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The concept of freedom is used most frequently in the so-called
radical theories of education. Talk about free schools, schools without
walls, open schools and the like is very much in fashion nowadays. But
I think that such talk still exhibIts more vagueness than clarity, and
that we are still far from a systematic philosophical discussion on the
concept of freedom in the educational context.
The purpose of this study Is, therefore, to present such a
discussion, while paying special attention to the theory of Carl Rogers
as an outstanding representative of one of the main streams of such
radical educational theory, namely, that of'humanistic psychology'.
The work is divided into three Partsl
In Part_iOns I try to distinguish, first of all, the different types
of questions that tend to be confused in talk about freedon. Equipped
with these distinctions I then proceed, In the last chapter, to examine
the specific relationship: between the concept of freedom and the concept
of education. Dne of the main poInts which emerges is that 'freedom'
properly understood cannot be an aim of education, and that when
educators talk about 'freedom' as an aim or ideal of education, they
usually have in mind the development of autonomy.
In Part Two some fundamental implications of Rogers' theory of
freedom to edUcation such aSI learning by discovery, self.svaluation,
creativity, therapy and personal relationships - are critifally examinod.
In Part Three an attempt is made to present an alternative picture
to the one "'hich has baen critiCised in Part Two, a picture which
encompasses my 0Il10 positive view on what I have argued is the proper
relationship bstween freedom, autonomy and education.
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